Dewey’s concept of experience for inquiry-based landscape drawing during field studies
| Autor: | Alexander Tillmann, Jürgen Wunderlich, Volker Albrecht |
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| Rok vydání: | 2017 |
| Předmět: |
Point (typography)
Field (Bourdieu) Teaching method 05 social sciences Geography Planning and Development 0507 social and economic geography 050301 education Education Concept learning Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Cognitive dissonance Philosophy of education Relation (history of concept) Psychology 050703 geography 0503 education Landscape model |
| Zdroj: | Journal of Geography in Higher Education. 41:383-402 |
| ISSN: | 1466-1845 0309-8265 |
| DOI: | 10.1080/03098265.2017.1331206 |
| Popis: | The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance. |
| Databáze: | OpenAIRE |
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